BESs and BES Cases
The main outputs of the Iterative BES Programme are Best Evidence Synthesis Iterations (BESs). Each BES is available on this page.
BES Cases from recent syntheses are user-friendly resources to support focussed professional learning.
The A3 Overview qives a quick introduction to BES | Hei Kete Raukura.
BES | Hei Kete Raukura A3 Overview
A quick introduction to the use of BES | Hei Kete Raukura A3 Overview [PDF 2.7MB] for educational improvement. This one page overview (two A3 sides landscape print) has been developed in response to requests from teachers.
Cases from the Best Evidence Syntheses
The BES Cases describe actual examples of professional practice and analyse the findings. They support educators to grasp the big ideas behind effective practice, and provide vivid insight into their application.
Building on the work of researchers and educators that has been shown to make a difference, the cases are trustworthy resources for professional learning.
The Best Evidence Syntheses
School Leadership and Student Outcomes: BES
Authors: V. Robinson, M. Hohepa and C. Lloyd
Effective Pedagogy in the Social Sciences | Tikanga ā iwi: BES
Authors: G. Aitken and C. Sinnema
Teacher Professional Learning and Development: BES
Authors: H. Timperley et al.
Effective Pedagogy in Mathematics | Pāngarau: BES
Authors: G. Anthony and M. Walshaw
Professional Development in Early Childhood Settings: BES
Authors: L. Mitchell and P. Cubey
Community and Family Influences on Children's Achievement in NZ
Authors: F., J. and C. Biddulph
Quality Teaching: Early Foundations: BES
Author: S. Farquhar
Quality Teaching for Diverse Students in Schooling: BES
Author: A. Alton-Lee
See also the: BES Exemplars | Ngā Tauira.
They were produced as part of the second iteration of Quality Teaching for Diverse Students in Schooling He Ako Reikura (Te Katoa) Hei Kete Raukura .
The contexts of the cases will never exactly match your own; nevertheless, you will find that every case contains thought-provoking material that can inform inquiry, and knowledge-building for improved practice.